APGO

Objective: To evaluate if implementation of an independent learning module on inpatient admission orders is improves readiness for clerkships in the inpatient setting.
Methods: We implemented the independent learning module on inpatient admission orders in June 2022 at one US medical school.  We performed a cross-sectional study of third-year medical students before starting clerkships in June 2021, before the module, and in June 2022 after the module. We compared scores on admission order writing exercises and perceived readiness to write orders between students in each group using Chi square and t-tests.   
Results: Of 208 who completed the surveys, 46 (22.1%) had not received the training and 162 (77.9%) had received it.  More students in the intervention group had a clinical background as a PCA, EMT, MA, or scribe (14.2% vs 2.2%, p=0.024), but no respondents in either group had previously worked as an admitting clinician or nurse.  Participants who received the module scored higher on the admission writing exercises than those that did not (16.8 vs 2.7, p<0.001) and felt more prepared to write admission orders (2.4 vs 1.8 on a Likert scale, p<0.001).  The vast majority of those who received the training (98%) found the module beneficial.     
Conclusion: Implementation of an independent learning module to teach medical students how to write inpatient admission orders was feasible and effective at imparting immediate knowledge and preparing students for clerkships. Incorporating this education may help medical students be more prepared for clinical activities in the inpatient setting across different specialties.